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Language Arts, Vol. 83, No. 6, July 2006

Cover Art for Language Arts, Vol. 83, No. 6, July 2006

Table of Contents

Issue Theme: Children's Voices about Literacy and Language


    Kathy G. Short, Jean Schroeder, Gloria Kauffman and Sandy Kaser, editors

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Children's Identities as Readers and Writers

    Danielle Braccio

    Abstract: A second grade teacher shares the reflections of second graders on their identities as readers and writers through a photo essay.

    Keywords: Elementary

  • Under Construction: Voice and Identity Development in Writing Workshop

    Marva Cappello

    Abstract: This article explores the ways three young students expressed their perceptions about literacy and investigates how their classroom identity shapes and is shaped by those perceptions. The ways in which positioning within a writing event and the classroom culture contributed to the development of writing voice and identity are examined. In addition, the article focuses on the influence of the classroom environment on voice through students’ opportunities for personal and intentional expressions.

    Keywords: Elementary, Diversity, Literacy, Pedagogy, Writing

  • Visualizing Worlds from Words on a Page

    Linda T. Parsons

    Abstract: This study involved fourth grade children as co-researchers of their engaged, aesthetic reading experience. As members of the “Readers as Researchers Club,” they documented their engagement with text--how they create, enter, and sustain the story world. The children, who self-identified as avid readers, explored the activities central to their reading experience through memory work, metaphors created as part of a visual protocol, and group discussions. Visualization was critical in their construction of and participation in the world of the story. The children negotiated three dimensions of visualizing: picturing, watching, and seeing. The qualitative difference between dimensions is in the reader’s perceived location in the world of the story and the resultant visual perspective. The richness of the children’s findings highlights the importance of validating and encouraging aesthetic engagement with story in our classrooms.

    Keywords: Elementary, Assessment, Literacy, Literature, Research

  • Children's Views on Literacy: Who Are You as a Writer?

    Krista Jensen

    Abstract: In interviews, first graders share their views on who they are as writers.

    Keywords: Elementary

  • Authoring Ourselves as Readers and Writers

    Gloria Kaufmann

    Abstract: Third grade students were asked to create symbolic representations of themselves as readers and writers using the engagement of sketch to stretch.

    Keywords: Elementary

  • Literacy from the Eyes of a Kindergartner

    Christina Psarakis

    Abstract: A kindergartener shares her drawings of the special places where she reads at home and at school.

    Keywords: Elementary

  • If at First You Don't Succeed . . .: A Closer Look at an Old Adage

    Jane Baskwill

    Abstract: “If at first you don’t succeed, try, try again.” This is a well-known adage with which many are familiar. Children learn it from an early age as they begin to walk, ride their bike, or tie their shoes. Adults repeatedly encourage children by saying, “You can do it! Give it a try! Just try harder!” However, when trying harder becomes part of the classroom discourse, what impact does it have on children’s views of literacy learning? What does it mean to try harder with respect to literacy? This article describes how a group of teachers in a graduate program in literacy at Mount Saint Vincent University in Halifax, Nova Scotia, began to view the common sense notion of ‘trying harder’ in a new light as they examined classroom discourses around children’s understanding of literacy and how one becomes good at it.

    Keywords: Elementary, Secondary, Language, Literacy, Pedagogy

  • Literacy on Our Minds: A Student-Inspired Symposium

    Peggy Albers and Kay Cowan

    Abstract: In the context of an imagined symposium, this article addresses the literacy practices of elementary students ranging from first through sixth grade. The arguments the students make throughout the symposium, as well as the practices they relate, are drawn from arts-based literacy research conducted by the two authors.

    Keywords: Elementary, Middle, Diversity, Literacy, Pedagogy, Research, Writing

  • Happy Poems: Children's Awareness of Audience

    Amy Walter

    Abstract: This article is about first graders’ criteria when deciding which poems to share with their friends, teachers, and the wider community. It is interspersed with poems written by the children, anecdotes about the poetry unit, and interviews with children about their criteria for deciding whether or not a poem is worthy of sharing with others. Some background is also provided about the poetry study.

    Keywords: Elementary, Pedagogy, Writing

  • Artists/Writers Workshop: Focusing in on the ART of Writing

    Beth Olshansky

    Abstract: This photo essay includes children’s reflections on the opportunities offered by Artists/Writers Workshop for meaning-making in two languages—the language of pictures and the language of words. As students move back and forth between pictures and words, they experience transmediation. They create new meanings, find new and stronger voices, and gain insight into their creative process.

    Keywords: Elementary, Literacy, Pedagogy, Writing

  • Our Reflections on Writing for Publication

    Rebecca Ballenger, Sandy Kaser, Gloria Kauffman, Jean Schroeder, and Kathy G. Short

    Abstract: The outgoing editorial team of Language Arts reflect on their insights about writing a manuscript for submission to a journal. They focused on patterns in the suggestions of reviewers and in their editorial letters over a five year period of time. They discuss the range of decisions to consider related to planning and writing a draft and then revisiting and reshaping that draft before submitting it to a journal for review. Examples from articles published during their editorship are used to discuss the range of alternatives for each decision.

    Keywords: Elementary

  • READING CORNER FOR EDUCATORS: Incorporating Children's Voices into Literacy Instruction

    Zhihui Fang, Linda Leonard Lamme, Danling Fu, and Ting Shen

    Abstract: With this column, we conclude our three-year term as co-editors of the Reading Corner for Educators. We hope you have found the professional books we reviewed informative, inspiring, and useful. We want to thank the Language Arts editors for the opportunity to serve and the many contributors for their thoughtful reviews. The three books reviewed here demonstrate the importance of listening to children, the power of fantasy literature, and the relevance of popular culture texts in literacy teaching and learning. They offer fresh perspectives and plentiful ideas for making literacy instruction responsive to children’s unique experiences and diverse needs.

    Keywords: Elementary

  • READING CORNER FOR CHILDREN: Children's Voices about Literacy and Language

    Lester L. Laminack and Barbara H. Bell

    Abstract: In this, our final column, we offer a small collection of books that can expand the options you present to your students. It has been our honor and great pleasure to read through the hundreds of books available, select those that best fit the theme/focus of the issue, and share our selections with your and your students.

    Keywords: Elementary

  • PROFILE: Rudine Sims Bishop: Making a Difference through Literature

    Peggy Oxley

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Index for Volume 83

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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